You are on page 1of 3

Lesson

Title/Focu
s

Science 4: Light and Shadows


Lesson 3: Opaque, transparent,
translucent review
Monday March 16, 2015 1 hour 12:451:40

Teach
er

Miss Pastink

GENERAL LEARNER EXPECTATIONS


4.9

Identify sources of light, describe the interaction of light with


different materials, and infer the pathway of a light beam.
SPECIFIC LEARNER EXPECTATIONS
1. Distinguish transparent materials from opaque materials by
determining if light passes through them and by examining their
shadows.
2. Classify materials as transparent, partly transparent (translucent) or
opaque.

LEARNING OBJECTIVES
Students will:
1. Categorize given items into categories of transparent, translucent
and opaque
2. Determine if items are transparent, translucent or opaque by
determining if light passes through them

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Pre-assessment white board game at the beginning


determining if they understand and can classify most items
as transparent, translucent or opaque
Observation during whiteboard game review of classifying
items into the three categories
Observing groups as they determine if items are transparent,
translucent or opaque by shining light through them
What does it mean for an object to be opaque? Transparent?
Translucent?
How do we distinguish between these three types of objects?
Can we see light through an opaque material?
Group work and worksheet
Exit slip hockey player

LEARNING RESOURCES
CONSULTED
Alberta Program of Study
Dr. Loopy science videos

MATERIALS AND
EQUIPMENT

Group experiment worksheet


Poster
Video clip
Smartboard presentation
Hockey player exit slip
Student experiment tubs (6_
6 flashlights
popsicle stick names

PROCEDURE
Attention Grabber

Introduction
Build me an opaque house video clip
http://www.teachertube.com/video/build-me-anopaque-house-27390

Time
2 mins

Assessment of
Prior Knowledge
Advance
Organizer/Agenda

Transition to Body

Learning Activity
#1

Assessments/
Differentiation
Learning Activity
#2

Assessments/
Differentiation

Learning Activity #3

Assessments/Diff

This lesson will assess prior knowledge as these


topics have already been covered
1. Video clip
2. Individual whiteboard pre-assessment game
3. Smart board game
4. Explain that light goes through transparent
but not opaque show poster
5. Student group experiments
6. Exit slip & closure
Why is an opaque house important to have?
Good/bad points of having transparent and
translucent houses?
Can a house be all three (translucent, transparent
and opaque?)
Body
Each student should have a whiteboard, eraser
and marker. Turn the smartboard to slide 3 where
the three options are listed. Explain to students
that when you lift up an item they are to write
down if they think the item is transparent,
translucent or opaque without talking. When I say
SHOW ME YOUR ANSWERS, they are to lift up their
boards. This will be done for 6 items.
I will be observing each students answer to see
where they are at with their understanding of
opaque, translucent and transparent.
*If a lot of students did not seem to understand
the differences go through the eagle slides and
re explain the definitions.
* If most students seem to have a solid
understanding of most of the objects play the
sorting game on the smart board and choose
popsicle sticks to choose the people to play the
game
Will be able to assess students more on an
individual level.
Show students the poster on how light can shine
through transparent, some light shines through
translucent and no light is able to shine through
an opaque item. Go through the smart board
slides to read the definitions to students.
Ask students questions to reassure that they
understand how light can pass through.

N/A
N/A

2 mins

Time
5
minutes

N/A
5 mins

N/A

10
minutes

N/A

Learning Activity #4

Assessment of
Learning

Transition To Next
Lesson
Sponge Activity
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

Explain to students that they will be put into small


20
groups to conduct their own experiments to see
minutes
how light does or does not pass through material.
Explain to students that they will all be getting a
worksheet. Show the worksheet on the smart
board and run them through an example with tin
foil. Explain that they will need to find a place near
the wall. They only need ONE flashlight per group
and the flashlights are provided.
Ask students what the expectations are!
Ask for any questions?
Call groups up one by one to get their experiment
kit and worksheets and to find a place in the room
where they can sit and use wall space because
they need a background.
Once all groups are seated.. Dim the lights
Tell students that when they are done their will be
an exit slip on their desk that they need to fill in
Closure
Time
The worksheets will be marker to determine how
N/A
well students understand this material. If a lot of
students are getting it wrong, the following lesson
will be adapted to go over it further. If not, we can
move on. These will work as a formative
assessment of student understanding and the
marks will be submitted to the teacher associate.
Try to come up with examples of things that can
2 mins
fit into more than one of these groups.
Play a game with the whiteboards say opaque
N/A
and students have to draw an item that is opaque.
Reflections